KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8210 Issues in Post Secondary Education
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
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Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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President
Date
Page 1 of 12
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ECE 8210 _____________________
Course Title __Issues in Post Secondary Education
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
Students as they develop abilities to assume roles of distributed school leadership will be introduced to the
issues that have traditionally and currently face teacher educators and teacher education programs. The
assigned readings, discussion and independent activities are intended to help future leaders to develop
well-informed, critical and constructive positions on those issues. Among the issues to be covered are
professional development schools, alternative certification, standards and accreditation and recruitment of
high quality teacher candidates.
III.
Justification
The intent of this course is, first, to create awareness of a broad range of high impact issues in teacher
education, as well as their historical and philosophic antecedents. Then, through extensive independent
reading and research to explore a variety of perspectives on those issues through extensive independent
research and reading to foster an ability to critique and provide alternatives to current teacher education
reforms.
Page 2 of 12
IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Text:
 Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence.
Thousand Oaks, CA: Corwin Press.
 Britzman, D.P. (2003). Practice makes practice: A critical study of learning to
teaching (Rev. Ed.). Albany, NY: SUNY Press.
 Goodlad, J.I. (1990). Teachers for our nation’s schools. San Fransisco: Jossey-Bass.
 Griffin, G.A. (Ed.). (1999). The education of teachers: Ninety-eighth yearbook of the
National Society for the Study of Education. Chicago: University of Chicago Press.
Prerequisites:
Admission to the Ed.D. program
Objectives:
Course objective
1. Demonstrate an understanding of how teacher
education is influenced by its cultural, political, and
economic context.
Doctoral
KSDs
1.b, 1.c, 2.a,
4.b, 5.f, 6.b
2. Demonstrate an understanding of the issues
related to the relationship between formal teacher
education, teacher quality and professional status.
1.a, 1.b, 1.c,
2.a, 2.d, 2.e,
5.a, 6.d
3. To construct a normative, historical, and datainformed conceptual framework from which to
respond controversial issues in teacher education.
1.a, 1.b, 1.c,
2.a, 4.a, 4.d,
5.a, 5.c, 5.e,
6.b, 6.d
4. Identify and critique the assumptions about
teacher education held by professional educators,
practicing teachers, and political and business
leaders.
1.a, 1.b, 1.c,
2.a, 2.e, 3.a,
3.b, 4.a, 4.d,
5.a, 5.c, 5.d,
5.e, 5.f, 6.b,
6.d
Distributed School
Leadership Roles*
Learning 7 Development
Leader, Change Leader,
Relationship Development
Leader, Data Analysis Leader,
Curriculum, Instruction &
Assessment Leader, Process
improvement Leader
Curriculum, Instruction 7
Assessment Leader, Learning
& Development Leader,
Change Leader, Relationship
Leader, Process Improvement
Leader, Data Analysis Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
PSC/NCATE
Standard
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8
1.1, 1.2, 1.3,
1.4, 15, 1.6,
1.7, 1.8
1.1, 1.2, 1.3,
1.4, 15, 1.6,
1.7, 1.8
Page 3 of 12
5. Examine current issues in teacher education for
their implicit and explicit assumptions, messages,
and results.
1.a, 1.b, 1.c,
2.a, 2.e, 3.a,
3.b, 4.a, 4.d,
5.a, 5.c, 5.d,
5.e, 5.f, 6.b,
6.d
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
1.1, 1.2, 1.3,
1.4, 15, 1.6,
1.7, 1.8
Instructional Method
Possible assignments might include:
Possible assignments might include:
Position Paper - This would be a multiple phase writing activity in which students
construct a theoretical and empirical basis for the position they take on one of the critical
issues in teacher education. First, they would select an issue from those being discussed
in class or one of their own. Then they would address a different facet of the issue in
successive phases as follows.
Phase 1 - Normative, philosophical, or theoretical grounding of the issue
Phase 2 - Historical development of the issue
Phase 3 - Appropriate data-informed perspectives on the issue
Phase 4 - Statement of personal position on the issue based on the previous phases
Each phase should be well-supported with citations from sources representing a variety of
perspectives. At least two perspectives should be represented in each phase.
Issue Overview - This activity would focus on five key issues in teacher education and
serve as the basis for class discussions. Each person (or several persons, depending on
class size) would choose one of the issues and prepare the following information.
1. Class handout summarizing the key questions/points/arguments within that
issue. The summary would be based on articles from refereed journals and
reflect a variety of perspectives.
2. Direct the class discussion on the day in which that topic is discussed.
Method of Evaluation
Each assignment would be evaluated according to a rubric provided to the students at the
beginning of the assignment. The course grade would be assigned according to a standard
percentage scale.
90 – 100% = A
80 – 89 = B
70 – 79 = C
Page 4 of 12
60 - 69 = D
59 and below = F
V.
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
Page 5 of 12
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EECE
ECE 8210
Post-Sec. Issues
3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Page 6 of 12
KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY CHILDHOOD
FALL SEMESTER 2006
I.
II.
ECE 8210 Issues in Post Secondary Teacher Education
Instructor Information
III.
Class Meeting Information
IV.
Possible Texts
Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand
Oaks, CA: Corwin Press.
Britzman, D.P. (2003). Practice makes practice: A critical study of learning to teaching (rev.
ed.). Albany, NY: SUNY Press.
Goodlad, J.I. (1990). Teachers for our nation’s schools. San Fransisco: Jossey-Bass.
Griffin, G.A. (Ed.). (1999). The education of teachers: Ninety-eighth yearbook of the National
Society for the Study of Education. Chicago: University of Chicago Press.
V.
Catalog Course Description
Students as they develop abilities to assume roles of distributed school leadership will be introduced to the issues
that have traditionally and currently face teacher educators and teacher education programs. The assigned readings,
discussion and independent activities are intended to help future leaders to develop well-informed, critical and
constructive positions on those issues. Among the issues to be covered are professional development schools,
alternative certification, standards and accreditation and recruitment of high quality teacher candidates.
VI.
Purpose/Rationale
The intent of this course is, first, to create awareness of a broad range of high impact issues in teacher education, as
well as their historical and philosophic antecedents. Then, through extensive independent reading and research to
explore a variety of perspectives on those issues through extensive independent research and reading to foster an
ability to critique and provide alternatives to current teacher education reforms.
Conceptual Framework Summary
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an endstate. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates at the doctoral level develop into leaders for learning and
facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates
collaborative practices across the college and university and extends collaboration to the community-at-large.
Page 7 of 12
Through this collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high
levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of
expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an
end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities, local-net and
Internet, and feel confident to design multimedia instructional materials, and create WWW resources.
VII.
Course Objectives:
The objectives of this course are consistent with the Bagwell College of Education KSDs for Doctoral
Candidates. Students will be able to:
Course objective
1. Demonstrate an understanding of how teacher
education is influenced by its cultural, political, and
economic context.
Doctoral
KSDs
1.b, 1.c, 2.a,
4.b, 5.f, 6.b
2. Demonstrate an understanding of the issues
related to the relationship between formal teacher
education, teacher quality and professional status.
1.a, 1.b, 1.c,
2.a, 2.d, 2.e,
5.a, 6.d
3. To construct a normative, historical, and datainformed conceptual framework from which to
respond controversial issues in teacher education.
1.a, 1.b, 1.c,
2.a, 4.a, 4.d,
5.a, 5.c, 5.e,
6.b, 6.d
4. Identify and critique the assumptions about
teacher education held by professional educators,
1.a, 1.b, 1.c,
2.a, 2.e, 3.a,
Distributed School
Leadership Roles*
Learning 7 Development
Leader, Change Leader,
Relationship Development
Leader, Data Analysis Leader,
Curriculum, Instruction &
Assessment Leader, Process
improvement Leader
Curriculum, Instruction 7
Assessment Leader, Learning
& Development Leader,
Change Leader, Relationship
Leader, Process Improvement
Leader, Data Analysis Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
Curriculum, Instruction &
Assessment Leader, Learning
PSC/NCATE
Standard
1.3, 1.4, 1.5,
1.6, 1.7, 1.8
1.1, 1.2, 1.3,
1.4, 1.5, 1.6,
1.7, 1.8
1.1, 1.2, 1.3,
1.4, 15, 1.6,
1.7, 1.8
1.1, 1.2, 1.3,
1.4, 15, 1.6,
Page 8 of 12
practicing teachers, and political and business
leaders.
3.b, 4.a, 4.d,
5.a, 5.c, 5.d,
5.e, 5.f, 6.b,
6.d
5. Examine current issues in teacher education for
their implicit and explicit assumptions, messages,
and results.
1.a, 1.b, 1.c,
2.a, 2.e, 3.a,
3.b, 4.a, 4.d,
5.a, 5.c, 5.d,
5.e, 5.f, 6.b,
6.d
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
Curriculum, Instruction &
Assessment Leader, Learning
& Development Leader,
Change Leader, Learning and
Development Leader,
Relationship Development
Leader, Performance Leader,
Data Analysis Leader, Process
Improvement Leader,
1.7, 1.8
1.1, 1.2, 1.3,
1.4, 15, 1.6,
1.7, 1.8
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational Leadership
Preparation’s Distributed School Leadership Roles
VIII.
Course Requirements and Assignments
Possible assignments might include:
Position Paper - This would be a multiple phase writing activity in which students construct a theoretical and
empirical basis for the position they take on one of the critical issues in teacher education. First, they would
select an issue from those being discussed in class or one of their own. Then they would address a different
facet of the issue in successive phases as follows.
Phase 1 - Normative, philosophical, or theoretical grounding of the issue
Phase 2 - Historical development of the issue
Phase 3 - Appropriate data-informed perspectives on the issue
Phase 4 - Statement of personal position on the issue based on the previous phases
Each phase should be well-supported with citations from sources representing a variety of perspectives. At
least two perspectives should be represented in each phase.
Issue Overview - This activity would focus on five key issues in teacher education and serve as the basis for
class discussions. Each person (or several persons, depending on class size) would choose one of the
issues and prepare the following information.
1. Class handout summarizing the key questions/points/arguments within that issue. The summary would be
based on articles from refereed journals and reflect a variety of perspectives.
2. Direct the class discussion on the day in which that topic is discussed.
.
Evaluation and Grading
Each assignment would be evaluated according to a rubric provided to the students at the beginning of the
assignment. The course grade would be assigned according to a standard percentage scale.
90 – 100% = A
80 – 89 = B
70 – 79 = C
60 - 69 = D
59 and below = F
Page 9 of 12
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in
an ethical, professional manner. Faculty of the Ed. S. and Ed. D. programs abide by the policies and guidelines
established by the university in their expectations for candidates’ work. Candidates are responsible for knowing and
adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to
have violated these guidelines will be subject to disciplinary action consistent with university policy. For example,
plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “F” in the
course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to
provide peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend
class will likely impact your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions.
Course Outline
Key topics in their tentative order of presentation
Historical overview of teacher education in the United States
Implications of major reform reports of the 1980s
Professional Development School (PDS) movement
INTASC and Teacher Education and New Teacher Standards
The role of accrediting organizations
Page 10 of 12
Alternative Certification
Induction and Mentoring
Role of Subject Matter and Methods
Teacher Recruitment and Selection
Teacher education and student learning
X.
Bibliography
Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand
Oaks, CA: Corwin Press.
Bey, T.M., & Holmes, C.T. (Eds.) (1992). Mentoring: Contemporary principles and
issues. Reston, VA: Association of Teacher Educators.
Buchmann, M. (1993). Reason and romance in argument and conversation. In M. Buchmann &
R.E. Floden, (Eds.), Detachment and concern: Conversations in the philosophy of
teaching and teacher education (pp. 96-111). New York: Teachers College Press.
Buchmann, M., & Schwille, J.R. (1993). Education, experience, and the paradox of finitude. In
M. Buchmann & R.E. Floden, (Eds.), Detachment and concern: Conversations in the
philosophy of teaching and teacher education (pp. 19-33). New York: Teachers College
Press.
Floden, R.E., & Buchmann, M. (1993). Between routines and anarchy: Preparing teachers for
uncertainty. In M. Buchmann & R.E. Floden, (Eds.), Detachment and concern:
Conversations in the philosophy of teaching and teacher education (pp. 211-221). New
York: Teachers College Press.
Goodlad, J.I. (1990). Teachers for our nations schools . San Fransisco: Jossey-Bass.
Goodlad, J.I., Soder, R., & Sirotnik, K.A. (Eds.). (1990). Places where teachers are
taught . San Fransisco: Jossey-Bass.
Goodlad, J.I., Soder, R., & Sirotnik, K.A. (Eds.) (1990). The moral dimensions of teaching. San
Fransisco: Jossey-Bass.
Grahm, P., Hudson-Ross, S., Adkins, C., McWhorter, P., & Stewart, J.M. (Eds.) (1999).
Teacher/mentor: A dialogue for collaborative learning. New York: Teachers College
Press.
Hargreaves, A., & Jacka, N. (1995). Induction or seduction? Postmodern patterns of preparing
to teach. Peabody Journal of Education 70(3), 41-63.
Howey, K.R., & Zimpher, N.L. (1989). Profiles of preservice teacher education: Inquiry
into the nature of programs . Albany, NY: SUNY Press.
Liston, D.P., & Zeichner, K.M. (1991). Teacher education and the social conditions of
schooling. New York: Routledge.
Lucas, C.J. (1997). Teacher education in America: Reform agendas for the twenty-first
century . New York: St. Martin’s Press.
Yinger, R.J. (1999). The role of standards in teaching and teacher education. In Griffin, G.A.
(Ed.), The education of teachers: Ninety-eighth yearbook of the National Society for the
Study of Education (pp. 85-113). Chicago: University of Chicago Press.
Schon, D.A. (1990). Educating the reflective practitioner. San Fransisco: Jossey-Bass.
Sikula, J. (Ed.) (1988). Action in teacher education: Tenth-year anniversary issue
(Commemorative Edition). Reston, VA: Association of Teacher Educators.
Valli, L. (Ed.) (1992). Reflective teacher education: Cases and critiques. Albany, NY:
Page 11 of 12
Teachers College Press.
Zeichner, K., Melnick, S., & Gomez, M.L. (Ed.) (1996). Currents of reform in preservice
teacher education. New York: Teachers College Press.
Page 12 of 12